【课程简介】

When MOOCs arrived on the higher education scene in 2012, educational technology enthusiasts, entrepreneurs, and trend-setters were hopeful that the massive online open courses would revolutionize higher education as we know it. 

Although the hype surrounding MOOCs has largely waned in the United States, they continue attract attention among European and Asian institutions seeking to democratize education by giving access to courses that would otherwise be financially, academically, or geographically unavailable to those who take them. Regardless, the impact of MOOCs on teaching and learning remains largely unknown as the pace at which these courses are offered often outpaces our ability to research them. 

In this lecture, the speaker will

1. offer an overview of the methodological issues related to researching MOOCs, 

2. offer some results of early research conducted at the University of Minnesota, and 

3. introduce some exciting research that promises to help us better understand MOOCs.

【主讲专家】

D. Christopher Brooks serves as a Senior Research Fellow for the EDUCAUSE Center for Analysis and Research, or ECAR,(http://www.educause.edu/ecar) where he conducts research on a range of topics related to IT in higher education including analytics, service delivery, integrated planning and advising services (IPAS), and how undergraduate students and faculty use, think about, and relate to IT. Prior to joining ECAR in December 2013, Dr. Brooks served as a Research Associate in the Office of Information Technology at the University of Minnesota where he researched the impact of educational technologies and Active Learning Classrooms (ALCs) on teaching practices and learning outcomes, completion rates and the impact of MOOCs on student learning, and evaluating blended learning environments. His research appears in a range of scholarly journals including the British Journal of Educational Technology, EDUCAUSE Quarterly, the International Journal for the Scholarship of Teaching and Learning, The Journal of College Science Teaching, Evolution, the Journal of Political Science Education, and Social Science Quarterly, and in the edited volume Blended Learning: Research Perspectives, Vol. 2. His co-edited volume of New Directions for Teaching and Learning on Active Learning Spaces was published in 2014. His co-authored book, A Guide to Teaching in the Active Learning Classroom: History, Research, and Practice, is published in May 2016. Christopher earned his Ph.D. in Political Science from Indiana University in 2002. He has taught courses in comparative politics and political theory at Indiana Purdue Fort Wayne (IPFW), St. Olaf College, and the University of Minnesota.

【课程特色】

科学性：详细的实证研究+海量的数据分析

前瞻性：互联网+教育，促进教师教学方法改革，创新教学模式

实用性：详细介绍明尼苏达大学慕课研究成果，指导教师正确自建慕课课程，提升教学效果

【课程目标】

1. 帮助教师/学习者了解慕课系统的研究方法

2. 帮助教师/学习者了解慕课各个发展阶段的特点

3. 帮助教师/学习者提升对慕课的认识，了解慕课的历史和发展方向

【推荐书目】

Baepler,Paul, Brooks,D.Christopher, Saichaie,Kem and Petersen,Christina. A Guide to Teaching in the Active Learning Classroom: History, Research, and Practice. Virginia: Stylus Publishing, 2016.

【适应人群】

1. 对慕课和慕课研究感兴趣的教师、研究者以及学习者

2. 期待利用教育技术以及互联网，对自己的教学方法/学习方式进行创新的老师或学习者

【直播声明】

1. 请事先熟悉Unipus “学习直播课程” 流程 ，按规定的时间进入直播室，等待上课。

2. 建议使用Chrome或火狐浏览器访问课程页面。

3. 为方便学员复习巩固，本课程提供回放，请注意在课程有效期内及时观看。因版权保护问题，课程为在线收看，不可下载。

4. 请合理安排听课时间，尽量参与直播，做到不迟到、不早退。

5. 课堂纪律：请严格遵守课堂纪律，保证老师的正常授课环境，如对老师授课或其他学员听课造成影响，课程助教将禁止违规人员发言，或直接将其请出教室，取消听课资格，不予退费。

6. 版权申明：Unipus在线直播课程版权归北京外研在线教育科技有限公司所有，未经许可，严禁录音录像或以其他手段获取直播课程视频，所有课堂资料请勿外传。

7. 授课教师言论仅代表其本人立场和观点，不代表本公司立场和观点。

8. 由于课程特殊性质，请务必合理安排时间学习，我们无法提供课程退换服务 ，敬请谅解。